Conversation Analysis and Language Teacher Education
Description
Reconceptualizing intervention and change in conversation analytic perspectives, this volume not only illustrates actual, rather than imagined, ways of conducting CA-informed interventions in a variety of teacher-training contexts around the globe but also documents the impact of such interventions on teacher development.
"The contributors to this volume have intentionally moved CA beyond a descriptive methodology to recognizing how CA-influenced decisions and procedures can, and do, result in productive changes in teachers' interactional and instructional pedagogies. A gift to the field of Language Teacher Education, this volume offers rich data-driven evidence of the material impact of engagement with CA on the professional development of language teachers." (Karen E. Johnson, The Pennsylvania State University, USA)
"The contributors illustrate how CA-based frameworks can help both pre-service and in-service language teachers sharpen their professional vision and enhance their pedagogical skills, making a compelling case for integrating CA into language teacher education while offering concrete guidance for developing teachers' interactional awareness and competence. This groundbreaking volume will be a key reading in both Applied Linguistics and TESOL programmes." (Steve Mann, University of Warwick, UK)
"Conversation Analysis (CA) should be an integral part of teacher-training programs. This plea is convincingly made in this new volume. After many years of CA studies of classroom interaction, it was only a matter of time before CA should enter teacher-training programs. The reports from the US, Sweden, Germany, Türkiye and Japan in this volume show that that time is now." (Tom Koole, University of Groningen, The Netherlands)
Olcay Sert is Professor of Language Education at Mälardalen University (Sweden). He is leading the M älardalen IN teraction & D idactics (MIND) Research Group and is the editor of Classroom Discourse .
Hansun Zhang Waring is Professor of Linguistics and Education at Teachers College, Columbia University (USA) and founder of The Language and Social Interaction Working Group (LANSI).
Reviews / Votes
"This volume (Sert & Waring, 2025) is the first of its kind to provide empirical evidence for the value of CA-based interventions in language teacher education. The volume consists of an introduction and nine empirical chapters. . I am excited about this volume and appreciate its pioneering and instructive nature. It gives interventionist classroom CA the emic and empirical bite it needs, and I believe other socially oriented teacher educators and scholars will appreciate the collection as innovative and practical." (Stephen Daniel Looney, System, Vol. 139, February 26, 2026)
"In true CA fashion, this book eschews generalized recommendations for how to leverage CA for LTE to instead provide detailed descriptions of how to do so. ... This book will likely be required reading for those doing CA for LTE, and it will be an indispensable resource for conversation analysts looking to leverage their 'skillset and mindset' through intervention as well as language teacher educators looking for a fresh way to analyze, reflect on, and change teaching practice." (Mark Romig, Language and Education, November 6, 2025)
"One of the key strengths of this volume is its broad relevance. For CA researchers, it offers a diverse set of empirical cases . . For teacher educators, teachers, and reflective practitioners, the empirical chapters provide practical models for designing reflective tasks, feedback structures, and coursework interventions that deepen both reflective talk and teaching practice . . Conversation Analysis and Language Teacher Education: Intervention Studies is a landmark contribution that opens new horizons for both CA and LTE." (Eunseok Ro, Classroom Discourse, October 7, 2025)
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Persons
Olcay Sert is Professor of English Language Education at Mälardalen University, Sweden. He is the editor of the journal Classroom Discourse, and the author of Social Interaction and L2 Classroom Discourse (2015), which was shortlisted for BAAL Book Prize 2016 and was a finalist for the American Association for Applied Linguistics first book award 2017. He co-edited, with Silvia Kunitz and Numa Markee, Classroom-based Conversation Analytic Research: Theoretical and Applied Perspectives on Pedagogy (2021).
Hansun Zhang Waring is Professor of Linguistics and Education at Teachers College, Columbia University, USA, and founder of The Language and Social Interaction Working Group (LANSI) . As an applied linguist and conversation analyst, Dr. Waring is the author of over 60 journal articles and book chapters in addition to 7 books on social interaction across a variety of contexts, including Theorizing Pedagogical Interaction:Insights from Conversation Analysis (2016), Discourse Analysis: The Questions Discourse Analysts Ask and How they Answer them (2018), and Communicating with the Public: Conversation Analytic Studies (2020; co-edited with E. Reddington).
Content
Chapter 1: Introduction - Hansun Waring and Olcay Sert.- Chapter 2: Learning to Analyze L2 Classroom Interactions: A longitudinal Study on Pre-service Language teachers' Video-mediated Interactions - Ufuk Balaman.- Chapter 3: The Impact of Conversation Analytic-Intervention on Problem Solving in Post-Observation Conferences - Lauren B. Carpenter.- Chapter 4: Conversation-analytic mindsets and skillsets: Micro-reflection in a Student Teaching Seminar- Sarah Chepkirui Creider.- Chapter 5: Seeing and Noticing: Pre-service L2 Teachers' First Steps in Developing Classroom Interactional Competence - Marta García.- Chapter 6: CA as "Critical Event" in Teacher Reflective Practice - Chris Carl Hale.- Chapter 7: Developing Professional Vision: A Conversation Analytic Intervention - Alyson Lal Horan & Hansun Zhang Waring.- Chapter 8: Increasing Awareness on Teacher Correction Practices through a Data-led TeacherEducation Framework - Olcay Sert & Merve Bozbıyık.- Chapter 9: Documenting English as a Foreign Language pre-service teachers' command of basic CA concepts - Katherina Walper G.- Chapter 10: "I tried to wait a bit longer when no one answered": Changing Teacher Wait-time Practices over Time through Video Enhanced Reflections - Olcay Sert.- Chapter 11: Training 'Task Preliminaries': CA Experts' Collaborative Interventions for Pre-Service Teachers in Japan - Mika Ishino & Junko Takahashi.